Friday, March 02, 2012

The Dangerous Child Curricula: Part VI

In The Underground History of American Education, former teacher John Taylor Gatto exposed the destructive effects of the government school system.
Government schooling is the most radical adventure in history. It kills the family by monopolizing the best times of childhood and by teaching disrespect for home and parents.

...Socrates foresaw if teaching became a formal profession, something like this would happen. Professional interest is served by making what is easy to do seem hard; by subordinating the laity to the priesthood. School is too vital a jobs-project, contract giver and protector of the social order to allow itself to be "re-formed." It has political allies to guard its marches, that’s why reforms come and go without changing much. _Underground History Prologue
In the early days of the USA, children were not subjected to monolithic, factory style government education. They had to learn for themselves, learning by doing.
Young people in America were expected to make something of themselves, not to prepare themselves to fit into a pre-established hierarchy. Every foreign commentator notes the early training in independence, the remarkable precocity of American youth, their assumption of adult responsibility. _JTG Underground History
Things changed, once "civilised education" was enforced upon the unprepared American population. No longer precocious, American youth are infantilised, psychologically neotenised, and made into lifelong incompetent adolescents -- thanks to government schooling and the concomitant withering away of parental oversight.

More from John David Garcia's Early Childhood Curriculum:
Physical Biological
Physical Theory Physical Practice Biological Theory Biological Practice
8.00 10.00 Continue with study of
analytical geometry; begin
solid analytical geometry
using Cartesian notation;
study the design of clocks,
thermometers, and
astronomical instruments;
a study of Kepler and his
ideas about nature and the
music of the spheres
Continue with mini-cathedral building project;
build full-fledged
observatory with
telescopes, but in spirit of
Tycho Brahe make
observations to deduce
Kepler's laws; take two-week ocean voyage on
sailing ship; discuss how
Europe extended itself
throughout the world in the
16th century
Continue vertebrate
comparative anatomy
through higher mammals
and relate to human
anatomy; show how
embryology of all
vertebrates overlaps at
stages; relate to Greek
evolutionary theories
Dissect and study
vertebrate anatomy,
tissues, and organs; go
through modern
systematics for all major
mammalian orders; study
embryology of related
groups with microscope;
the fetal pig and its full
8.25 10.25 The early basis of the
scientific revolution,
Francis Bacon's Novum
Organum, Boyle's studies,
Galileo, the inventions of
Leonardo da Vinci, the
notion of experimental
"proof"; finish analytical
geometry and learn
elementary calculus of
variations, the concept of
limit, and early concepts of
calculus to explain
Kepler's laws
Continue observation
project, build improved
clocks, finish sextant,
finish mini-cathedral, study
map making and various
forms of map projections;
set up experiments to test
Boyle's laws, simple gas
laws, experiments to test
circulation of the blood
Human anatomy in detail;
all organs, tissues and
bones, gross structure of
the brain; embryology
using the fetal pig; use
anatomical drawings of da
Vinci and Vesalius, plus
Gray's Anatomy; these
integrated studies will last
a year
Dissect human cadavers,
male and female; observe
tissues, and relate to other
mammals; show similarity
of all organs for all
mammals; note how
different human brain is
8.50 10.50 The Newtonian synthesis;
full study using modern
notation of Principia
Mathematica and the
Opticks; derive Newton's
laws from Kepler's
observations; derive
calculus from the need to
mathematically describe
the laws of motion and
Begin making windmill
and waterwheel; predict the
orbits of the planets using
Newton's laws and a few
astronomical observations;
predict the eclipses of the
sun by the moon at
different spots of interest
on the earth; repeat
Newton's experiments
showing that light is a
system of particles, and
that white light contains
the spectrum
Continue studies of human
anatomy and embryology
Continue anatomical
dissection and microscopic
studies; learn micro-techniques and make your
own slides
8.75 10.75 Derive the calculus up to
the use of simple
differential equations;
derive the formulas for
optics and the creation of
compound lenses; compare
Newton's and Leibnitz'
Continue work on windmill
and waterwheel; build a
Newtonian reflecting
telescope; built a
chromatically-corrected set
of compound lenses for the
telescope already
constructed; make an
improved microscope
Continue studies of human
Continue work of previous

Psychosocial Integration
Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
8.00 10.00 The rise of humanism
leading to the Renaissance
and the Reformation; the
writings of Erasmus,
Luther, and Calvin; the
Council of Trent and the
rise of the Jesuit order;
Giordano Bruno, the
philosophy of Descartes,
and a review of his
Essay on the ethical
implications of the
Reformation; were the
Protestants any less
bureaucratic? mutual
discussion of essays
among the octets; essay on
the ethical implications of
the scientific method and
the new philosophy
The literary synthesis,
Dante's Divina Comedia,
Cervantes' Don Quixote,
Marlowe's Dr. Faustus; the
music of Monteverde and
Palestrina; the art of
Bosch, Leonardo da Vinci,
and Michelangelo
Write an epic poem about
the Christian view of Hell;
write a play about a
modern Don Quixote;
continue study of organ
and harpsichord; compose
and perform music in the
style of Monteverde and
8.25 10.25 Hobbes, Montaigne, and
Spinoza; read Spinoza's
Ethics without analyzing
proofs and note how this is
a huge leap over the
philosophy of Descartes
and is the first totally
rational treatment of ethics
in history
Apply Spinoza's ethics to
solving problems in
practical ethics, politics,
and religion; relate
Spinoza's ethics to
Christianity, Islam, and
Judaism; apply Spinoza's
model to formulating a
model of the universe and
evolution; write an essay
on the meaning of Spinoza
The literary synthesis
continues; read critically
Shakespeare's Romeo and
Juliet, Othello, and
Hamlet; study the music of
Handel; study advanced
musical theory and
Continue study of organ
and harpsichord; build a
harpsichord as a group
project; write a last act to
Hamlet in which Hamlet
lives; play the music of
8.50 10.50 The philosophical
contemporaries of Spinoza,
Leibnitz, Locke, and Hume
on improving the
understanding; world
history from 1000 AD to
Essay on the hostility to
Spinoza; an ethical
analysis of the lives of
Spinoza and Leibnitz;
essay on why Europe
embraced the scientific
method and modern
philosophy while the rest
of the world did not
Spinoza's ethics,
Christianity, Judaism, and
respect for human rights;
the rise of democratic
ideology; Islam becomes
totally entropic;
conservative belief systems
in the rest of the world;
European predation
Group project to perform
St. Matthew or St. John
Passion of Bach; all learn
to play the Musical
Offering, the Art of the
Fugue, in an octet; each
octet does its own
orchestration for the Art of
the Fugue
8.75 10.75 Human rights and 18th
century philosophy;
Voltaire, Rousseau,
Diderot, and the
Encyclopedists; the
American Revolution; the
philosophy and writings of
Thomas Jefferson, the
social contract, and the
Federalist Papers
Essay on Rousseau and
irrationalism; essay on the
libertarian ideal and the
democratic compromise;
essay on the U.S. founding
fathers allowing slavery to
continue--was losing the
revolution and hanging a
better alternative? Write
scenario on what would
have happened if there had
not been tolerance of
The artistic synthesis
continues; further study of
the Art of the Fugue and
the music of Mozart; the
pessimistic writings of
Jonathan Swift, a tragic
interpretation of the
democratic experiment
Compose and perform a
conclusion to the Art of the
Fugue; perform as a group
project one Mozart opera
of students' choice

Parents need to allow the child space, but at the same time need to carefully monitor the child's progress. The child should be allowed to take risks, to take on responsibilities, and to pursue rewards.

These are dangerous concepts, and should the powers-that-be ever suspect that significant numbers of children would be raised to be truly dangerous to the status quo, the reaction would be furious, and likely violent.

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